To link to the entire object, paste this link in email, IM or documentTo embed the entire object, paste this HTML in websiteTo link to this page, paste this link in email, IM or documentTo embed this page, paste this HTML in website

Developing strong board relationships during the first 90 days: Strategies for aspiring superintendents

!
DEVELOPING STRONG BOARD RELATIONSHIPS DURING THE FIRST 90
DAYS: STRATEGIES FOR ASPIRING SUPERINTENDENTS
by
René Martin Valdes
____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 René Martin Valdes

Federal, state, and local accountability mandates (i.e., No Child Left Behind Act of 2001) and declining fiscal resources have put increasing pressure on school boards to find the “right” superintendent that can lead their district through this tumultuous period in public education. With over 50% of the current superintendents planning retirement in 2015 according to Kowalski, McCord, Peterson, Young, and Ellerson (2011), the time to prepare the next generation of aspiring superintendents is now. The purpose of this study was to identify the behaviors and strategies successful superintendents used to build strong relationships with their board during the entry period. This study was conducted by a cohort of nine researchers from the Rossier School of Education at the University of Southern California. Using a qualitative research design approach that included data from 64 superintendent surveys and 48 board member surveys as well as one-to-one interviews with a superintendent and his board president, this researcher conducted an in-depth case study. Data analysis revealed that the entry period was a critically important time that successful superintendents used to implement strategies that cultivated strong relationships with their boards. These strategies included: (a) having an entry plan, (b) relentless open and transparent communication, and (c) alignment and use of a variety of leadership efforts which met the goals and/or needs of the district. The data also revealed that interpersonal skills was an important factor that led to the hiring and ultimate success of superintendents during the entry period.

The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

!
DEVELOPING STRONG BOARD RELATIONSHIPS DURING THE FIRST 90
DAYS: STRATEGIES FOR ASPIRING SUPERINTENDENTS
by
René Martin Valdes
____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 René Martin Valdes